Hi everyone - I'm getting ready to tidy the wiki for viewing. I was going to delete our 'Greetings' page, then found myself reading it over and smiling at how far we've come - the process! So I just renamed it 'What we said to each other' (so it is the last page on the list to the left).
What do you think of leaving it here for others to see???
Or should I make sure none of our names appear anywhere???
Will email you all soon...
Edith
(5.40pm, May 21, 2010)
Hi Edith,
I am having trouble getting an image posted into my section. It does work by pressing the print screen and saving it in a word document, but once I try and cut and paste it into here, it does not work. Do you have any suggestion?
I am getting frustrated with it.
Cheers,
Carolyn (29th April, 2010, 7.27pm).
Hi Harry,
Edith has cleaned up the area for the criteria, so you may like to have a look now. I am having trouble trying to include a screen save as well.
Cheers,
Carolyn. (29th April, 2010, 7.21pm).
Hi Carolyn,
speak soon
changing my stuff soon and will use clear criteria.
Cheers.
Harry 28th April
Hi Carolyn and Edith,
Thanks Edith. That's a good idea to have a page each to work on.
I agree with you Caroline to follow Sharon's suggestions.
Thanks for your tip on making screen shots such as 'Pharynx'... How do I do that?
Does anyone know how to do a spelling check in Wiki?
An other problem I have is that the font size jumps... not sure why. Any ideas?
Thanks.
Just added a few things for the context. Probably best if one of us writes it up. Firstly we need toa gree on the context.
I am happy with whatever. So just add or change...
Harry 25 link: Harry/4
Hi Harry, Edith & Anita,
I have just checked this site, so I will look at your questions tomorrow Harry. It may be a good idea to have a look at the presentation for week 11, May 17, What are criteria? I found this very interesting, this is also very important for this assignment.
Harry, Just a quick note about how do you type it up, I am not sure about this yet, but I typed mine up in word and just cut and pasted it into the wiki.
Bye for now, I will look at this again tomorrow.
Cheers Carolyn.
April 26th, 10.30pm
Hi Edith,
I have listened to Sharon Pittaways presentation again this morning in relation to assignment 2.
Just a couple of things. You mentioned that you were going to look at the curriculum etc.
Just some thoughts, as a group we need to provided:
Description of context
Age/Year group. 5/6
Students ICT skills.
If they have computers at home. Most students have access to computers at home
Do they regularly use computers in the classroom? Each classroom has a few computers for individual work. Classroom is equiped with interactive whiteboard.
Are they familar with ICT learning resources? Have had little exposure to ICT learning resources.
Curriculum areas you are requiring learning resources for. (page 77, Tasmanian Curriculum. Standard 3/4, Stage 7-11
We also need to mention their literacy skills. Varied, some ESL students
She also mentioned that we need to set the criteria for evaluation.
Criteria for evaluation
For example. Please note we can add our own.
Examine the resource's capacity ot enhance student learning on a particular topic/theme - Our topic is the human body
Usability - Is it user friendly etc
Appropriateness for a particular group
Accuracy of information
Features of learning resource 1 (Anita)
Evaluation
Features of learning resource 2 (Carolyn)
Evaluation
Features of learning resource 3 (Harry)
Evaluation
Features of learning resource 4 (Edith)
Evaluation
Concluding Statement
These are just a few thoughts I have from Sharon's presentation. I thought it just may help setting out the task. As Sharon mentioned, it is not an essay. It is more about our skills to be able to evaulate these sites.
Cheers,
Carolyn.
P.S. Can everyone please feel free to add and comment on these.
Hi Edith,
I have just noticed the pages you have set up. I am not sure if you would like to move part of this. We maybe should have a page somewhere that everything can be added to. Only a suggestion at this stage. I am open to comments.
Cheers,
Carolyn.
Hi everyone!
Perhaps we can leave messages here? There is a place for emails but personally I've found it a bit clumsy.
Please date your posts and sign them!
What we did in another unit, too, was pick a personal font colour so as soon as you see the colour, you know who's talking, or what edits or suggestions they've made.
Of course you don't need this if you are signing a post, but when we get into real collaboration, such as composing our 'global' sections (evaluation criteria, etc.), then everyone can see who has contributed what text or suggested edits, etc.
Whew! Let's hope this works for us...
Cheers, Edith - 8.30am, Thurs, April 15
Hi Edith,
Thanks as you can see I worked out how it works! well I have been scanning through a few sights just to get my head in the game but a friend of my mum is a teacher and just finshed a unit on health/ science and apperently used some great sights so Im waiting to see what these are too. Well just thought id touch base with everyone, im doing 4 other units this semester too (finsih in october yay!!) so sorry if i seem a bit distracted at times but i will list my site on here for evryone to see within the next week,
Cheers, Anita Sunday 18 april 12;30
Hi all,
I like to explore the resource "Take a deep breath" (http://econtent.thelearningfederation.edu.au/ec/viewing/L21/index.html) It is L 21 on the learning federation site. There are quite a few resources on the human body set up in a similar way.
I will basically follow suggestions made by Sharon in the Power PP.
It is probably easiest if we all follow a similar format.
I'll put my contribution on wiki soon.
Harry April 19
Here ismy work in progress. Feel free to add, delete or make suggestion. Take a deep breath.
"Take a deep breath" is an interactive web-based science resource for students in year 5/6. It examines the process of why and how we breathe and how oxygen travels to all parts of the body. The resource allows the viewer to watch what happens inside the human body.
Features of this resource include: · Illustrations and description of body parts which are essential in the breathing process. · Capacities to hear and read a description of words that are underlined e.g. listen to the word pharynx and read the definition of pharynx. · Shows an animation of the circulatory and respiratory systems in action. · Provides a few activities to demonstrate the effects of physical activities on the respiratory and circulatory process. · Colour and graphics used and some of the written text are read aloud; no sound effects are used. · Choice of more questions and information for deeper exploration of the topic. This resource requires a fairly high literacy level. Not all students will be familiar with the vocabulary. The images help to give meaning to the words. By clicking an underlined word one hears the word and a written definition of the word follows. The resource invites students to extend their knowledge. Questions such as "Why do smokers get short of breath when exercising?" might lead to a new inquiry. The diagrams of the human circulatory and respiratory systems are clear. Animations show clearly how a person breathes and how the heart pumps blood around the body. The functions of major organs and tissues are explained. The effects of physical activity are explored. Criteria for evaluation
Enhances student learning:
The resource gives a lot of information about the human body. The vocabulary is not easy to pronounce or to remember especially for ESL students. Being able to listen to the words is helpful. In a classroom situation I would encourage students to use the vocabulary many times through the use of the interactive whiteboard. These words will be practiced as part of literacy (spelling) and art needs to be part of this unit. Examples can be given and shown where these parts are and what their function is. Life drawings.
Appropriate for age group: I believe the material is very interesting. Students in year 5/6 have an opportunity to learn about their own body. The body is part of all human and animal beings and is a very complex and mysterious system. It is interactive which students like. The resource can be used individually or as a whole class activity by using the interactive whiteboard. The resource gives a clear overview of a complex system without too much detail. It builds on prior knowledge and provides a stepping stone to the next level of understanding of the human body. For those students who need extension there are extra questions and more information. Connection with curriculum... connection with PE.
I would recommend the resource to others because it is informative, schematic, interactive, colourful, and interesting. I emphasise that the resource needs a teacher who can enliven the topic. To engage students fully in the science of the human body more engaging activities should be part of the lessons such as drawing of organs, watching film clips, explore books, watch slideshow on flickr.com , exploring our own bodies through activities such as measuring blood pressure and heartbeat, observing our skin colour and temperature before and after activities. Exploring the differences between astudent and a adult.
Usability of the resource: It is fairly easy to navigate the pages. Students might need to be shown once ( on the interactive whiteboard) but most students will be familiar with the operating process.
accuracy of information:
Harry April 19
Hi there everyone!
I have chosento look at the site Who's for Dinner found on the learning federation. I very very vaguely rember using this site when I was on a reliefe aide day with a group of students bt i dont remember what age... So im quite excited i found this so now i can have a proper look at- so far it seems to have some good attributes, I will start analysings soon uing sharons guidlines and put it up here,
Thanks Anita (21/04/2010 5:53PM)
Hi everyone,
I have finally found my way around this wiki. I have been busy looking at rsources under The Learning Federation and I will post the information I have found under my page (Carolyn) tomorrow.
Thanks, Carolyn (21/4/10, 9.50pm)
Hi there everyone,
sorry im having a hard time keeping up with everything that is going on here and where to leave messages, but im hoping this is the right place :)....
Thanks Carolyn, i now see that my choice might not fit in with what we are doing- I got confused with the idea of 'living things' but i know its in conjunction with humans now so im in the process of finding another one. I will try and get my bit on this new one up in the next couple of days.
cheers anita (2:13, 27th april)
What do you think of leaving it here for others to see???
Or should I make sure none of our names appear anywhere???
Will email you all soon...
Edith
(5.40pm, May 21, 2010)
Hi Edith,
I am having trouble getting an image posted into my section. It does work by pressing the print screen and saving it in a word document, but once I try and cut and paste it into here, it does not work. Do you have any suggestion?
I am getting frustrated with it.
Cheers,
Carolyn (29th April, 2010, 7.27pm).
Hi Harry,
Edith has cleaned up the area for the criteria, so you may like to have a look now. I am having trouble trying to include a screen save as well.
Cheers,
Carolyn. (29th April, 2010, 7.21pm).
Hi Carolyn,
speak soon
changing my stuff soon and will use clear criteria.
Cheers.
Harry 28th April
Hi Carolyn and Edith,
Thanks Edith. That's a good idea to have a page each to work on.
I agree with you Caroline to follow Sharon's suggestions.
Thanks for your tip on making screen shots such as 'Pharynx'... How do I do that?
Does anyone know how to do a spelling check in Wiki?
An other problem I have is that the font size jumps... not sure why. Any ideas?
Thanks.
Just added a few things for the context. Probably best if one of us writes it up. Firstly we need toa gree on the context.
I am happy with whatever. So just add or change...
Harry 25 link: Harry/4
Hi Harry, Edith & Anita,
I have just checked this site, so I will look at your questions tomorrow Harry. It may be a good idea to have a look at the presentation for week 11, May 17, What are criteria? I found this very interesting, this is also very important for this assignment.
Harry, Just a quick note about how do you type it up, I am not sure about this yet, but I typed mine up in word and just cut and pasted it into the wiki.
Bye for now, I will look at this again tomorrow.
Cheers Carolyn.
April 26th, 10.30pm
Hi Edith,
I have listened to Sharon Pittaways presentation again this morning in relation to assignment 2.
Just a couple of things. You mentioned that you were going to look at the curriculum etc.
Just some thoughts, as a group we need to provided:
Description of context
Age/Year group. 5/6
Students ICT skills.
If they have computers at home. Most students have access to computers at home
Do they regularly use computers in the classroom? Each classroom has a few computers for individual work. Classroom is equiped with interactive whiteboard.
Are they familar with ICT learning resources? Have had little exposure to ICT learning resources.
Curriculum areas you are requiring learning resources for. (page 77, Tasmanian Curriculum. Standard 3/4, Stage 7-11
We also need to mention their literacy skills. Varied, some ESL students
She also mentioned that we need to set the criteria for evaluation.
Criteria for evaluation
For example. Please note we can add our own.
Examine the resource's capacity ot enhance student learning on a particular topic/theme - Our topic is the human body
Usability - Is it user friendly etc
Appropriateness for a particular group
Accuracy of information
Features of learning resource 1 (Anita)
Evaluation
Features of learning resource 2 (Carolyn)
Evaluation
Features of learning resource 3 (Harry)
Evaluation
Features of learning resource 4 (Edith)
Evaluation
Concluding Statement
These are just a few thoughts I have from Sharon's presentation. I thought it just may help setting out the task. As Sharon mentioned, it is not an essay. It is more about our skills to be able to evaulate these sites.
Cheers,
Carolyn.
P.S. Can everyone please feel free to add and comment on these.
Hi Edith,
I have just noticed the pages you have set up. I am not sure if you would like to move part of this. We maybe should have a page somewhere that everything can be added to. Only a suggestion at this stage. I am open to comments.
Cheers,
Carolyn.
Hi everyone!
Perhaps we can leave messages here? There is a place for emails but personally I've found it a bit clumsy.
Please date your posts and sign them!
What we did in another unit, too, was pick a personal font colour so as soon as you see the colour, you know who's talking, or what edits or suggestions they've made.
Of course you don't need this if you are signing a post, but when we get into real collaboration, such as composing our 'global' sections (evaluation criteria, etc.), then everyone can see who has contributed what text or suggested edits, etc.
Whew! Let's hope this works for us...
Cheers, Edith - 8.30am, Thurs, April 15
Hi Edith,
Thanks as you can see I worked out how it works! well I have been scanning through a few sights just to get my head in the game but a friend of my mum is a teacher and just finshed a unit on health/ science and apperently used some great sights so Im waiting to see what these are too. Well just thought id touch base with everyone, im doing 4 other units this semester too (finsih in october yay!!) so sorry if i seem a bit distracted at times but i will list my site on here for evryone to see within the next week,
Cheers, Anita Sunday 18 april 12;30
Hi all,
I like to explore the resource "Take a deep breath" (http://econtent.thelearningfederation.edu.au/ec/viewing/L21/index.html)
It is L 21 on the learning federation site. There are quite a few resources on the human body set up in a similar way.
I will basically follow suggestions made by Sharon in the Power PP.
It is probably easiest if we all follow a similar format.
I'll put my contribution on wiki soon.
Harry April 19
Here ismy work in progress. Feel free to add, delete or make suggestion.
Take a deep breath.
"Take a deep breath" is an interactive web-based science resource for students in year 5/6. It examines the process of why and how we breathe and how oxygen travels to all parts of the body. The resource allows the viewer to watch what happens inside the human body.
Features of this resource include:
· Illustrations and description of body parts which are essential in the breathing process.
· Capacities to hear and read a description of words that are underlined e.g. listen to the word pharynx and read the definition of pharynx.
· Shows an animation of the circulatory and respiratory systems in action.
· Provides a few activities to demonstrate the effects of physical activities on the respiratory and circulatory process.
· Colour and graphics used and some of the written text are read aloud; no sound effects are used.
· Choice of more questions and information for deeper exploration of the topic.
This resource requires a fairly high literacy level. Not all students will be familiar with the vocabulary. The images help to give meaning to the words. By clicking an underlined word one hears the word and a written definition of the word follows. The resource invites students to extend their knowledge. Questions such as "Why do smokers get short of breath when exercising?" might lead to a new inquiry. The diagrams of the human circulatory and respiratory systems are clear. Animations show clearly how a person breathes and how the heart pumps blood around the body. The functions of major organs and tissues are explained. The effects of physical activity are explored.
Criteria for evaluation
Enhances student learning:
The resource gives a lot of information about the human body. The vocabulary is not easy to pronounce or to remember especially for ESL students. Being able to listen to the words is helpful. In a classroom situation I would encourage students to use the vocabulary many times through the use of the interactive whiteboard. These words will be practiced as part of literacy (spelling) and art needs to be part of this unit. Examples can be given and shown where these parts are and what their function is. Life drawings.
Appropriate for age group:
I believe the material is very interesting. Students in year 5/6 have an opportunity to learn about their own body. The body is part of all human and animal beings and is a very complex and mysterious system. It is interactive which students like. The resource can be used individually or as a whole class activity by using the interactive whiteboard. The resource gives a clear overview of a complex system without too much detail. It builds on prior knowledge and provides a stepping stone to the next level of understanding of the human body. For those students who need extension there are extra questions and more information. Connection with curriculum... connection with PE.
I would recommend the resource to others because it is informative, schematic, interactive, colourful, and interesting. I emphasise that the resource needs a teacher who can enliven the topic. To engage students fully in the science of the human body more engaging activities should be part of the lessons such as drawing of organs, watching film clips, explore books, watch slideshow on flickr.com , exploring our own bodies through activities such as measuring blood pressure and heartbeat, observing our skin colour and temperature before and after activities. Exploring the differences between astudent and a adult.
Usability of the resource:
It is fairly easy to navigate the pages. Students might need to be shown once ( on the interactive whiteboard) but most students will be familiar with the operating process.
accuracy of information:
Harry April 19
Hi there everyone!
I have chosento look at the site Who's for Dinner found on the learning federation. I very very vaguely rember using this site when I was on a reliefe aide day with a group of students bt i dont remember what age... So im quite excited i found this so now i can have a proper look at- so far it seems to have some good attributes, I will start analysings soon uing sharons guidlines and put it up here,
Thanks Anita (21/04/2010 5:53PM)
Hi everyone,
I have finally found my way around this wiki. I have been busy looking at rsources under The Learning Federation and I will post the information I have found under my page (Carolyn) tomorrow.
Thanks, Carolyn (21/4/10, 9.50pm)
Hi there everyone,
sorry im having a hard time keeping up with everything that is going on here and where to leave messages, but im hoping this is the right place :)....
Thanks Carolyn, i now see that my choice might not fit in with what we are doing- I got confused with the idea of 'living things' but i know its in conjunction with humans now so im in the process of finding another one. I will try and get my bit on this new one up in the next couple of days.
cheers anita (2:13, 27th april)